1

Differentiation

In Your

Classroom Catering for Differences in Ability

for ALL students

KAPLAN MODEL

2

What is Differentiated Curriculum?

Differentiated Curriculum refers to teaching that is adapted to take into account the individual differences and needs of students in any one classroom.

It comprises modifications to the curriculum, teaching structures, and teaching practices in combination to ensure that instruction is relevant, flexible and responsive, leading to successful achievement and the development of students as self-regulated learners.

The table below defines differentiation

Differentiated programming is: Differentiated programming isn’t:

Having high expectations for ALL

students

Permitting students to demonstrate

mastery of material they already

know and to progress at their own

pace through new material

Providing different avenues to ac-

quiring content, to processing or

making sense of ideas, and to devel-

oping products

Providing multiple assignments with-

in each unit, tailored for students

with differing levels of achievement

Allowing students to choose with the

teacher’s guidance, ways to learn

and demonstrate what they have

learned

Flexible– teachers move students in

and out of groups, based on stu-

dents’ instructional needs

Individualised instruction—it is not a

different lesson plan for each student

each day

Assigning more work at the same

level to high-achieving students

All the time—often it is important for

students to work as a whole class

Using only the differences in stu-

dents responses to the same class

assignment to provide differentiation

Giving a normal assignment to most

students and a different one to ad-

vanced learners

Limited to subject acceleration—

teachers are encouraged to use a

variety of strategies

3

Write out the parts of a typical lesson that you would teach

What do you do?

What do you ask your students to do?

4

More than one way to skin a cat!

Blooms Taxonomy

Multiple Intelligences

Purdue Three Stage Model

Maker Model

Kaplan Model

Taylor Model

Williams Taxonomy

5

What they all have in Common

Each model :

Gives students the choice of how they learn

Gives students choice of how they demonstrate their learning

Gives students the choice of working solo or as a group

Uses the creative side of the brain

Asks students to work at a higher cognitive level

10 Components to a Differentiated lesson/unit

Content

Assessment

Introduction

Teaching strategies

Learning strategies

Grouping strategies

Products

Resources

Extension activities

Modifications

6

Blooms Taxonomy

Blooms Taxonomy has had an update over the last few years.

Cognitive Domain Affective Domain Psychomotor Domain

Analysing

Applying

Creating

Evaluating

Remembering

Understanding

Characterising by

value or value con-

cept

Organising and

conceptualising

Receiving

Responding

Valuing

Articulating

Imitating

Manipulating

Performing

Precisioning

7

The Cognitive Domain

The cognitive domain has to do with those school activities which might be otherwise described as intellectual. In

this domain are knowledge, comprehension/understanding, application, analysis, synthesis and evaluation. In gen-

eral, teaching should be directed to the areas of application, analysis, synthesis and evaluation rather than towards

only the acquisition of knowledge and understanding, although, of course, the gaining of knowledge is a pre-

requisite to the performance of the higher level achievements.

This domain relates to objectives concerned with knowledge and intellectual skills. The six levels from the simplest

to the most complex are as follows:

Knowledge: Recalling specific and general items of information and also information about methods, processes and

patterns.

Comprehension: Recognition of items of information settings similar to but different from those in which they were

first encountered.

Application: Explaining previously unseen data or events by applying knowledge from other situations.

Analysis: Breaking down blocks of information into elements for the purpose of clarification.

Synthesis: Combining elements to form coherent units of information.

Evaluation: Making judgements about the value of information, materials or methods for given purposes. "

The Affective Domain

The affective domain includes objectives which describe changes in interest, attitudes and values, and the develop-

ment of appreciations and adequate adjustment. This domain has a pattern of development similar to the cognitive

domain. At the lowest level, the child is merely aware of the fact that other people have particular attitudes and

values. As children progress through personal experience, they slowly develop affective ideas which are uniquely

their own. Again, it is felt that teaching should be directed towards this end rather than merely indoctrinating the

child with the attitudes and values held by the teacher. Although some people would hold that there are some val-

ues which must be indoctrinated - respect for others' rights, honesty etc. - there is a school of thought which would

seek to have these attitudes and values achieved by the child without this approach, through a process of develop-

ment and clarification.

This domain relates to objectives concerned with interest, attitudes and values. The five levels of the affective do-

main from the simplest to the most complex are as follows:

Receiving: Sensitivity to certain stimuli and a willingness to receive or attend to them.

Responding: Involvement in a subject or activity or event to the extent of seeking it out, working with it or engaging

in it.

Valuing: Commitment to or conviction in certain goals, ideas or beliefs.

Organisation: Organisation of values into a system, awareness of relevance of and relations between appropriate

values and the establishment of dominant personal values.

Characterisation by a Value Complex: Integration of beliefs, ideas and attitudes into a total philosophy of world

view."

8

The Psychomotor Domain

The psychomotor domain includes physical and motor (or muscular) skills. This means much more than the gaining

of skills in games and physical education. Every act has a psychomotor component. For instance, writing and talking

are psychomotor skills which must be acquired if the child is to function successfully in our society. In the learning

situation there is again a progression from mere physical experience - seeing, touching, moving etc. - through the

carrying out of complex skills under guidance, to the performance of skilled activities independently.

The six levels from simplest to most complex are:

Reflex Movements: Reflex movements are defined as involuntary motor responses to stimuli. They form the basis

for all behaviour involving movement of any kind.

Basic Fundamental Movements: Basic fundamental movements are defined as those inherent body movement

patterns, which build upon the foundation laid by reflex movements. They usually occur during the first year of life,

and unfold rather than are taught or consciously acquired. These movements involve movement patterns which

change a child from a stationary to an ambulatory learner.

Perceptual Abilities: Perceptual abilities are really inseparable from motor movements. They help learners to inter-

pret stimuli so that they can adjust to their environment. Superior motor activities depend upon the development

of perception. They involve kinaesthetic discrimination, visual discrimination, auditory discrimination and co-

ordinated abilities of eye and hand, eye and foot.

Physical abilities: Physical abilities are essential to efficient motor activity. They are concerned with the vigour of

the person, and allow the individual to meet the demands placed upon him or her in and by the environment.

Skilled Movements: Skilled movements are defined as any efficiently performed complex movement. They require

learning and should be based upon some adaptation of the inherent patterns of movement described in level num-

ber two above.

Non-Discursive Communication: Non-discursive communication can be defined as comprising those behaviours

which are involved in movement communication. They can range from facial expressions to highly sophisticated

dance choreographies as in classical ballet.

9

We need to

FLIP what we

do in our

classroom and

have

LESS

lower order

thinking skills

and

MORE higher order

thinking skills

For

ALL

students

10

Blooms Digital Taxonomy Map

The Elements not in bold type are recognised existing Blooms Verbs.

The Elements in bold are the new digital verbs.

Creating Designing, constructing, planning, producing, inventing,

devising, making, programming, filming, animating, blog-

ging, video blogging, mixing, remixing, wikiing, publish-

ing, videocasting, podcasting, directing/producing

Evaluating Checking, hypothesising, critiquing, experimenting, judg-

ing, testing, detecting, monitoring, blog/vlog commenting,

reviewing, posting, moderating, collaborating, network-

ing, refactoring, apha/beta testing

Analysing Comparing, organizing, deconstructing, attributing, outlin-

ing, finding, structuring, integrating, mashing, linking, tag-

ging, validating, reverse-engineering, cracking

Applying Implementing, carrying out, using, executing, running,

loading, playing, operating, hacking, uploading, down-

loading, sharing, editing

Understanding Interpreting, summarizing, inferring, paraphrasing, classify-

ing, comparing, explaining, exemplifying, advanced search-

es, Boolean searches, blog journaling, twittering, catego-

rizing, commenting, annotating, subscribing

Remembering Recognizing, listing, describing, identifying, retrieving,

naming, locating, finding, bullet pointing, highlighting,

bookmarking, social networking, social bookmarking,

favoriting/local bookmarking, searching, googling

11

Blooms Question Stems

Activities

for

Remembering

Make a story map showing the main events of the story.

Make a time line of your typical day.

Make a concept map of the topic.

Write a list of keywords you know about….

What characters were in the story?

Make a chart showing…

Make an acrostic poem about…

Recite a poem you have learned.

Question

stems for

Remembering

What happened after...?

How many...?

What is...?

Who was it that...?

Name the ...?

Find the definition of…

Describe what happened after…

Who spoke to...?

Which is true or false...?

12

Activities

For

Understanding

Write in your own words…

Cut out, or draw pictures to illustrate a particular event in the story.

Report to the class…

Illustrate what you think the main idea may have been.

Make a cartoon strip showing the sequence of events in the story.

Write and perform a play based on the story.

Write a brief outline to explain this story to someone else

Explain why the character solved the problem in this particular way

Write a summary report of the event.

Prepare a flow chart to illustrate the sequence of events.

Make a colouring book.

Paraphrase this chapter in the book.

Retell in your own words.

Question

stems for

Understanding

Can you explain why…?

Can you write in your own words?

How would you explain…?

Can you write a brief outline...?

What do you think could have happened next...?

Who do you think...?

What was the main idea...?

Can you clarify…?

Can you illustrate…?

13

Activities

For

Applying

Construct a model to demonstrate how it looks or works

Practise a play and perform it for the class

Make a diorama to illustrate an event

Write a diary entry

Make a scrapbook about the area of study.

Prepare invitations for a character’s birthday party

Make a topographic map

Take and display a collection of photographs on a particular topic.

Make up a puzzle or a game about the topic.

Write an explanation about this topic for others.

Dress a doll in national costume.

Make a clay model…

Paint a mural using the same materials.

Continue the story…

Question

stems for

Applying

Do you know of another instance where…?

Can you group by characteristics such as…?

Which factors would you change if…?

What questions would you ask of…?

From the information given, can you develop a set of instructions about…?

14

Activities

For

Analysing

Use a Venn Diagram to show how two topics are the same and different

Design a questionnaire to gather information.

Survey classmates to find out what they think about a particular topic. Analyse the results.

Make a flow chart to show the critical stages.

Classify the actions of the characters in the book

Create a sociogram from the narrative

Construct a graph to illustrate selected information.

Make a family tree showing relationships.

Devise a role play about the study area.

Write a biography of a person studied.

Prepare a report about the area of study.

Conduct an investigation to produce information to support a view.

Review a work of art in terms of form, colour and texture.

Draw a graph

Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase

Question

stems for

Analysing

Which events could not have happened?

If. ..happened, what might the ending have been?

How is...similar to...?

What do you see as other possible outcomes?

Why did...changes occur?

Can you explain what must have happened when...?

What are some or the problems of...?

Can you distinguish between...?

What were some of the motives behind..?

What was the turning point?

15

Activities

For

Evaluating

Write a letter to the editor

Prepare and conduct a debate

Prepare a list of criteria to judge…

Write a persuasive speech arguing for/against…

Make a booklet about five rules you see as important. Convince others.

Form a panel to discuss viewpoints on….

Write a letter to. ..advising on changes needed.

Write a half-yearly report.

Prepare a case to present your view about...

Complete a PMI on…

Question

stems for

Evaluating

Is there a better solution to...?

Judge the value of... What do you think about...?

Can you defend your position about...?

Do you think...is a good or bad thing?

How would you have handled...?

What changes to.. would you recommend?

Do you believe...? How would you feel if. ..?

How effective are. ..?

What are the consequences..?

What influence will....have on our lives?

What are the pros and cons of....?

Why is ....of value?

What are the alternatives?

16

Activities

For

Creating

Use the SCAMPER strategy to invent a new type of sports shoe

Invent a machine to do a specific task.

Design a robot to do your homework.

Create a new product. Give it a name and plan a marketing campaign.

Write about your feelings in relation to...

Write a TV show play, puppet show, role play, song or pantomime about..

Design a new monetary system

Develop a menu for a new restaurant using a variety of healthy foods

Design a record, book or magazine cover for...

Sell an idea

Devise a way to...

Make up a new language and use it in an example

Write a jingle to advertise a new product.

Question

stems for

Creating

Can you design a...to...?

Can you see a possible solution to...?

If you had access to all resources, how would you deal with...?

Why don't you devise your own way to...?

What would happen if ...?

How many ways can you...?

Can you create new and unusual uses for...?

Can you develop a proposal which would...?

17

Questions

Using the information you have learnt, you are to write ONE question for each

level using some of the words below.

REMEMBER

Define, list, identify, how

many, tell, when, where,

name.

EXAMPLE : List the instruments used in the rhythm section.

UNDERSTAND

Describe, explain, predict,

estimate, differentiate,

difference.

EXAMPLE: What is the difference between the rhythm

section and the soloists?

APPLY

Demonstrate, apply,

illustrate, show, solve,

examine, classify,

experiment

EXAMPLE: Classify the instruments from the accompaniment

section into the different musical families.

ANALYSIS

Difference, explain, analyse,

compare, separate, arrange,

classify

EXAMPLE: Explain how the Jazz style of music came into

being.

EVALUATE

Assess, decide, measure,

select, conclude, compare,

summarise, what could

happen if….

EXAMPLE: If the Southern states won the war about slavery,

would jazz music still have developed and why?

CREATE

Propose, create, change,

invent, rearrange,

substitute, design, modify,

formulate

EXAMPLE: Design a new type of percussion instrument for

the rhythm section of a Jazz band.

18

A

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ON

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Con

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Des

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Dev

isin

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Inve

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Mak

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nnin

g

Pro

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Ad

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sem

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Film

Med

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New

gam

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Pai

nti

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Pro

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Son

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Sto

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Eval

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Jud

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alu

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ide

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dar

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teri

a

Che

ckin

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Crit

iqui

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Det

ectin

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Exp

erim

entin

g

Hyp

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sisi

ng

Judg

ing

Mon

itorin

g

Tes

ting

Co

ncl

usi

on

Deb

ate

Eval

uati

on

Inve

stiga

tio

n

Pan

el

Per

suas

ive

spee

ch

Qu

iz/t

est

Rep

ort

Po

rtfo

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verd

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An

alys

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Bre

akin

g in

form

atio

n

do

wn

into

its

com

po

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nt

ele

me

nts

Attr

ibut

ing

Com

parin

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Dec

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Inte

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Org

anis

ing

Out

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Str

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Ab

stra

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Ch

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ph

Mo

bile

Ou

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Qu

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eet

Surv

ey

More higher order thinking

19

A

CTI

ON

S O

UTC

OM

E/

PR

OD

UC

T

LEA

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ING

AC

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ITY

Ap

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Usi

ng

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skill

s to

co

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lete

a

task

Car

ryin

g ou

t

Exe

cutin

g

Impl

emen

ting

Usi

ng

Dem

onst

ratio

n

Dia

ry

Illus

trat

ion

Inte

rvie

w

Jour

nal

Per

form

ance

Pre

sent

atio

n

Qui

z/te

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Scu

lptu

re

Sim

ulat

ion

Un

de

rsta

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Un

de

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nd

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of

giv-

en

info

rmati

on

Cla

ssify

ing

Com

parin

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Exe

mpl

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g

Exp

lain

Infe

rrin

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Inte

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Par

aphr

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Sum

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Col

lect

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Out

line

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Rec

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Sho

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Sum

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Re

call

or

reco

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on

of

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form

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n

Des

crib

ing

Fin

ding

Iden

tifyi

ng

List

ing

Loca

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Nam

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Rec

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Ret

rievi

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Def

initi

on

Fac

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Labe

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Qui

z/te

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Rep

rodu

ctio

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Tes

t

Wor

kboo

k

Wor

kshe

et

Less lower order thinking

20

Question Cards

What is? Where/

when is?

Which is?

What

did?

Where/

when

did?

Which

did?

What

can?

Where/

when

can?

Which

can?

Who

would?

Why

would?

How

would?

Who will? Why will? How will?

Who

might?

Why

might?

How

might?

What

would?

Where/

when

would?

Which

would?

What

will?

Where/

when

will?

Which

will?

What

might?

Where/

when

might?

Which

might?

Who is? Why is? How is?

Who did? Why did? How did?

Who can? Why can? How can?

21

E

V

E

N

T

S

I

T

U

A

T

I

O

N

C

H

O

I

C

E

P

E

R

S

O

N

R

E

A

S

O

N

M

E

A

N

S

What is? Where/

when is?

Which is? Who is? Why is? How is?

What did? Where/

when did?

Which did? Who did? Why did? How did?

What can? Where/

when can?

Which can? Who can? Why can? How can?

What

would?

Where/

when

would?

Which

would?

Who

would?

Why

would?

How

would?

What will? Where/

when will?

Which will? Who will? Why will? How will?

What

might?

Where/

when

might?

Which

might?

Who

might?

Why might? How

might?

22

What is?

Where/

when is?

Which is?

Who is?

Why is?

How is?

P

R

E

S

E

N

T

What did?

Where/

when did?

Which did?

Who did?

Why did?

How did?

P

A

S

T

What can?

Where/

when can?

Which can?

Who can?

Why can?

How can?

P

O

S

S

I

B

I

L

T

What

would?

Where/

when

would?

Which

would?

Who

would?

Why

would?

How

would?

P

R

O

B

A

B

I

L

I

T

Y

What will?

Where/

when will?

Which will?

Who will?

Why will?

How will?

P

R

E

D

I

C

T

I

O

N

What

might?

Where/

when

might?

Which

might?

Who

might?

Why

might?

How

might?

I

M

A

G

I

N

A

T

I

O

N

23

Who?

Would?

What?

Will?

How?

Might?

Why?

Did?

Where/When?

Is?

Which?

Can?

24

Your turn— Kagan Question Technique

Write your words in the boxes below

Now using your lesson content, write as many questions as you can with those

two words in them.

25

Kaplan Model The Kaplan Model asks teachers to consider differentiating their instructional methods in

one OR all three of the following areas, it is very similar to the Maker Model

1. Content—what we teach

2. Process—how we teach

3. Product— how students demonstrate their learning

When developing units/ class activities using this model, there are 12 key words, and their

respective synonyms, that should be used

Content When selecting content for curriculum, Kaplan lists the following rules—

The specific selection of content should be referenced to the organising element or theme

The topic areas to be studied within the theme should be multi-disciplinary

The topics selected for the theme should represent those that are expected for all stu-dents to learn

The topics selected should allow for the integration of subject areas

The topics of study should allow for a time perspective—past, present and future

Process Processes should include the types of skills the students will acquire through the learning ex-periences, such as—

Basic skills

Research skills

Productive thinking skills

The selection and type of skill will depend upon the development level of the student and the specific learning needs to be addressed

Product The culmination of the learning experience is the product, although this may also be part of the learning experience, and it may exist in many forms across disciplines from written to oral, to visual, to artistic, and so on.

Kinds

Conditions

Changes

Relationship

Importance

Characteristics

Types

Effects

Purpose

Function

Style

Value

26

Concepts

There are an infinite number of these, including the following—

Disciplines

These could include domains such as economics, ecology, literature, law, history, as well as

specific fields within a domain. Additionally, the development of a unit or an activity would

include a list of the basic skills, research skills and productive skills, along with the pro-

posed conclusive product. The lists on the next pages outline some suggestions for each,

but are by no means exhaustive.

Power

Ownership

Freedom

Family

Invincibility

Hate

Morality

Communication

Emotion

Understanding

Supernatural issues

Justice

Invention

Adaptation

Time

Education

Death

Work

Commitment

Responsibility

Sound

Creation

Evaluation

Conservation

Destruction

Suffering

Beauty

Equality

Infinity

Good

Fairness

Values

Leisure

Courage

Peace

Violence

System

Silence

Energy

Pollution

Law and order

Truth

Ignorance

Loyalty

Evil

Tolerance

Magic

Survival

Change

Life

Conflict

Love

Religion

Wisdom

Friendship

Tradition

Happiness

Knowledge

Spirituality

Healing

Immortality

Exploration

Eternity

Growth

27

Basic Skills

Subject based skills ( outcomes) may also be included in this list—

Research Skills

Products

Observing

Following directions

Measuring

Recognising relationships

Inferring

Organising graphs and charts

Predicting

Describing

Communicating

Sequencing

Recording

Analysing

Using spatial relationships

Hypothesising

Classifying

Designing investigations

Generalising

Controlling variables

Making judgements

Synthesising

Taking notes

Using a classification key

Interviewing

Using reference resources

Computerised bibliographical research

Reporting research

Designing a research method

Establishing criteria to judge

Using a retrieval system

Using a web based search

Taking a survey

Observing detail through verbal or visual description

Using journals, magazines, newspapers

Writing abstracts

Analysing, interpreting data

Outlining

Substantiating with evidence

Using fiction and non fiction

Oral presentation

Self-evaluation

Debate

Poem

Diagram

News article

Model

Invention

Map

Puppet show

Photographic essay

Simulation

Book

Teaching a lesson

Recommendation

Research report

Panel discussion

Value statement

Editorial

Story

Survey questionnaire

News report—video

Advertisement

Recipe

Mobile

Structure

Magazine

Newspaper

Demonstration

Film strip

Scrapbook

Journal

Bulletin board

Graphic presentation

Opinion

Written report

Game

Chart

Cartoon

Illustration

Television show

Diorama

Play

Documentary

Puzzle

Computer program

Letter to the …

Exhibition

28

Below is an example of a Visual Arts Kaplan Model using the C-P-PR grid (content-process-

product).

Theme Basic Skill Research

Skill

Productive

Skill

Product

The changes in artis-

tic media and expres-

sion and how these

reflect changes in

human thought during

the Renaissance.

Observation

Sequencing

Using a variety of ref-

erence resources,

making observations

through visual and

verbal description

Association

Comparison

Painting “web” - a

connection of

thoughts and ideas to

a painting/work of art.

ARTICULATING ACTIVITY

Logical sequence of teaching this learning experience, incorporating all skills and product expectations to reflect on

the “theme”

Activities

1. Use a variety of reference resources to identify major changes in human thought (scientific and philosophical)

during the Renaissance times.

2. Use verbal and visual timelines to connect painters ans sculptors to the periods in which these changes in

thought were occurring

3. Study and make observations of at least three works by each of the painters and sculptors chosen for study to

determine what the student thinks their purposes were and what these artworks were reflecting about Renais-

sance times through the artworks selected.

4. Create a painting “web” in which small reproductions of artists’ works are connected with major thoughts

changes of the period.

Example

Caravaggio’s Portrait of a Cardinal as St Jerome depicts a cardinal standing at a writing desk, next to a large bible-

like book, with a paper and pen in hand. On the shelves behind this not-exactly handsome man, with a five o'clock

shadow and in bright red robes, are all sorts of scientific measuring devices such as an hour glass. He gazes toward

an open window in which we see a hermit in animal skins standing next to a lion with distant mountains beyond the

scene. We know that Dt Jerome was revered in the Renaissance for his translations several centuries earlier on the

Bible into Latin… he was considered a true scholar. Here is an ordinary religious person, albeit a cardinal, desiring to

be portrayed as a scholar. Hence the work probably reflects on humanistic thinking, even among the highest eche-

lons of the Catholic Church.

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Theme Basic Skill Research

Skill

Productive

Skill

Product

ARTICULATING ACTIVITY

Kaplan Model Planning Template